Threshold capabilities: threshold concepts and knowledge capability linked through variation theory

Threshold capabilities: threshold concepts and knowledge capability linked through variation theory

The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates' capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoret...

Ausführliche Beschreibung

Bibliographische Detailangaben
Veröffentlicht in:Higher Education. - Springer. - 65(2013), 2, Seite 227-246
1. Verfasser: Baillie, Caroline (VerfasserIn)
Weitere Verfasser: Bowden, John A., Meyer, Jan H. F.
Format: Online-Aufsatz
Sprache:English
Veröffentlicht: 2013
Zugriff auf das übergeordnete Werk:Higher Education
Schlagworte:Education Behavioral sciences Philosophy Economics History
LEADER 01000caa a22002652 4500
001 JST111910285
003 DE-627
005 20240624224649.0
007 cr uuu---uuuuu
008 240126s2013 xx |||||o 00| ||eng c
035 |a (DE-627)JST111910285 
035 |a (JST)23351712 
040 |a DE-627  |b ger  |c DE-627  |e rakwb 
041 |a eng 
100 1 |a Baillie, Caroline  |e verfasserin  |4 aut 
245 1 0 |a Threshold capabilities: threshold concepts and knowledge capability linked through variation theory 
264 1 |c 2013 
336 |a Text  |b txt  |2 rdacontent 
337 |a Computermedien  |b c  |2 rdamedia 
338 |a Online-Ressource  |b cr  |2 rdacarrier 
520 |a The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates' capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept—and the location and distribution of such concepts—in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains. 
540 |a © 2013 Springer Science+Business Media Dordrecht 
650 4 |a Education  |x Formal education  |x Pedagogy  |x Curricula 
650 4 |a Education  |x Formal education  |x Pedagogy  |x Curricula  |x Curriculum design 
650 4 |a Education  |x Specialized education  |x Professional education  |x Engineering education 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning 
650 4 |a Philosophy  |x Applied philosophy  |x Philosophy of mathematics  |x Mathematical concepts 
650 4 |a Behavioral sciences  |x Anthropology  |x Applied anthropology  |x Cultural anthropology  |x Cultural customs  |x Rituals  |x Liminality 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning  |x Learning styles  |x Experiential learning 
650 4 |a Behavioral sciences  |x Psychology  |x Cognitive psychology  |x Cognitive processes  |x Learning  |x Learning styles  |x Transformative learning 
650 4 |a Economics  |x Economic disciplines  |x Labor economics  |x Employment  |x Occupations  |x Educational personnel  |x Educators  |x Teachers 
650 4 |a History  |x Historical methodology  |x Historiography  |x History of philosophy  |x Ancient philosophy  |x Aristotelianism  |x Techne 
655 4 |a research-article 
700 1 |a Bowden, John A.  |e verfasserin  |4 aut 
700 1 |a Meyer, Jan H. F.  |e verfasserin  |4 aut 
773 0 8 |i Enthalten in  |t Higher Education  |d Springer  |g 65(2013), 2, Seite 227-246  |w (DE-627)320529320  |w (DE-600)2015566-9  |x 1573174X  |7 nnns 
773 1 8 |g volume:65  |g year:2013  |g number:2  |g pages:227-246 
856 4 0 |u http://dx.doi.org/10.1007/s10734-012-9540-5  |3 Volltext 
912 |a GBV_USEFLAG_A 
912 |a SYSFLAG_A 
912 |a GBV_JST 
912 |a GBV_ILN_11 
912 |a GBV_ILN_20 
912 |a GBV_ILN_22 
912 |a GBV_ILN_23 
912 |a GBV_ILN_24 
912 |a GBV_ILN_31 
912 |a GBV_ILN_32 
912 |a GBV_ILN_39 
912 |a GBV_ILN_40 
912 |a GBV_ILN_60 
912 |a GBV_ILN_62 
912 |a GBV_ILN_63 
912 |a GBV_ILN_69 
912 |a GBV_ILN_70 
912 |a GBV_ILN_73 
912 |a GBV_ILN_74 
912 |a GBV_ILN_90 
912 |a GBV_ILN_95 
912 |a GBV_ILN_100 
912 |a GBV_ILN_105 
912 |a GBV_ILN_110 
912 |a GBV_ILN_120 
912 |a GBV_ILN_138 
912 |a GBV_ILN_150 
912 |a GBV_ILN_151 
912 |a GBV_ILN_152 
912 |a GBV_ILN_161 
912 |a GBV_ILN_170 
912 |a GBV_ILN_171 
912 |a GBV_ILN_187 
912 |a GBV_ILN_206 
912 |a GBV_ILN_213 
912 |a GBV_ILN_224 
912 |a GBV_ILN_230 
912 |a GBV_ILN_250 
912 |a GBV_ILN_281 
912 |a GBV_ILN_285 
912 |a GBV_ILN_293 
912 |a GBV_ILN_370 
912 |a GBV_ILN_374 
912 |a GBV_ILN_602 
912 |a GBV_ILN_636 
912 |a GBV_ILN_702 
912 |a GBV_ILN_2001 
912 |a GBV_ILN_2003 
912 |a GBV_ILN_2004 
912 |a GBV_ILN_2005 
912 |a GBV_ILN_2006 
912 |a GBV_ILN_2007 
912 |a GBV_ILN_2008 
912 |a GBV_ILN_2009 
912 |a GBV_ILN_2010 
912 |a GBV_ILN_2011 
912 |a GBV_ILN_2014 
912 |a GBV_ILN_2015 
912 |a GBV_ILN_2018 
912 |a GBV_ILN_2020 
912 |a GBV_ILN_2021 
912 |a GBV_ILN_2025 
912 |a GBV_ILN_2026 
912 |a GBV_ILN_2027 
912 |a GBV_ILN_2031 
912 |a GBV_ILN_2034 
912 |a GBV_ILN_2037 
912 |a GBV_ILN_2038 
912 |a GBV_ILN_2039 
912 |a GBV_ILN_2044 
912 |a GBV_ILN_2048 
912 |a GBV_ILN_2049 
912 |a GBV_ILN_2050 
912 |a GBV_ILN_2055 
912 |a GBV_ILN_2056 
912 |a GBV_ILN_2057 
912 |a GBV_ILN_2059 
912 |a GBV_ILN_2061 
912 |a GBV_ILN_2064 
912 |a GBV_ILN_2065 
912 |a GBV_ILN_2068 
912 |a GBV_ILN_2070 
912 |a GBV_ILN_2086 
912 |a GBV_ILN_2088 
912 |a GBV_ILN_2093 
912 |a GBV_ILN_2106 
912 |a GBV_ILN_2107 
912 |a GBV_ILN_2108 
912 |a GBV_ILN_2110 
912 |a GBV_ILN_2111 
912 |a GBV_ILN_2112 
912 |a GBV_ILN_2113 
912 |a GBV_ILN_2116 
912 |a GBV_ILN_2118 
912 |a GBV_ILN_2119 
912 |a GBV_ILN_2122 
912 |a GBV_ILN_2129 
912 |a GBV_ILN_2143 
912 |a GBV_ILN_2144 
912 |a GBV_ILN_2147 
912 |a GBV_ILN_2148 
912 |a GBV_ILN_2152 
912 |a GBV_ILN_2153 
912 |a GBV_ILN_2188 
912 |a GBV_ILN_2190 
912 |a GBV_ILN_2232 
912 |a GBV_ILN_2336 
912 |a GBV_ILN_2446 
912 |a GBV_ILN_2470 
912 |a GBV_ILN_2472 
912 |a GBV_ILN_2507 
912 |a GBV_ILN_2522 
912 |a GBV_ILN_2548 
912 |a GBV_ILN_2935 
912 |a GBV_ILN_2949 
912 |a GBV_ILN_2950 
912 |a GBV_ILN_4012 
912 |a GBV_ILN_4035 
912 |a GBV_ILN_4037 
912 |a GBV_ILN_4046 
912 |a GBV_ILN_4112 
912 |a GBV_ILN_4125 
912 |a GBV_ILN_4126 
912 |a GBV_ILN_4242 
912 |a GBV_ILN_4246 
912 |a GBV_ILN_4249 
912 |a GBV_ILN_4251 
912 |a GBV_ILN_4305 
912 |a GBV_ILN_4306 
912 |a GBV_ILN_4307 
912 |a GBV_ILN_4313 
912 |a GBV_ILN_4322 
912 |a GBV_ILN_4323 
912 |a GBV_ILN_4324 
912 |a GBV_ILN_4325 
912 |a GBV_ILN_4326 
912 |a GBV_ILN_4328 
912 |a GBV_ILN_4333 
912 |a GBV_ILN_4334 
912 |a GBV_ILN_4335 
912 |a GBV_ILN_4336 
912 |a GBV_ILN_4338 
912 |a GBV_ILN_4346 
912 |a GBV_ILN_4393 
912 |a GBV_ILN_4700 
951 |a AR 
952 |d 65  |j 2013  |e 2  |h 227-246